In November, 1886, Dr. H. P. Allen, of Columbus, Ohio, was appointed by the board of education of that city to examine the eyes of the pupils of the public schools. In his report he says:

"I examined between December 12, 1886, and June 6, 1887, the eyes of 4,700 pupils of the public schools, as follows: All of the high school classes, 12 in number; all of the grammar schools, 72 in number; all of the primary schools, 24 in number; and 12 of the B, C, and D primary schools, making a total of 120 schools out of the 200 of the city. This included all of the children above 10 years of age, with the exception of about 250, who were scattered through the various lower schools. I visited all of the school buildings and saw most of the school rooms.

The examinations were made chiefly to determine the condition of vision of the children, and find, in cases where vision was defective, the correcting glasses. The work was done in the school room during school hours. Each child was examined separately, its name, age, sex, nationality, complexion, color of eyes, condition of sight, and required glass noted at the time. * My records indicate the kind of trouble and the condition of sight with sufficient accuracy for all practical purposes, and enable us to draw certain well-defined deductions. *The points to which I wish especially to call your attention are as follows:

*

*

*

"First. The large number and percentage of pupils among the 4,700 with one or two defective eyes-1,175 cases, or 25 per cent. of all the children examined.

"Second. Those with two defective eyes-936, or 20 per cent. of all the children examined. * * *

"Third. The increase in prevalence of near-sightedness as we go up the scale from 0 per cent. in the D primary schools to 13 per cent. in the senior class of the high school, and 17 per cent. among the females of the senior class from 0 per cent. at the age of 6 years to 11.3 per cent. at the age of 17 years, showing the relation of this trouble to increasing age and increasing demands upon the eyes.

"Fourth. The about equal percentage of each of the other defects in the low, intermediate, and high grades, showing their independence of increasing years and increasing demands upon the eyes.

"Fifth. The diminution in the percentage of good eyes as we ascend the scale, from 80 per cent. in the D primary to 66.6 per cent. in the senior class of the high school." A similar examination was made during the year of the eyes of pupils in the public schools of Kansas City and Nevada, Mo., and of the students of the State normal schools at Warrensburg and Kirksville, Mo., and the State universities of Missouri and Kansas, by Flavel B. Tiffany, M. D., of Kansas City, Mo. The results of this examination differ in at least one material respect from those reported from Memphis and Columbus. The most important facts developed, with other matters of interest mentioned by the examiner, are here shown:

"That perfect vision, perfect eye-sight, be enjoyed by our progeny depends largely upon the recognition of any defect, slight though it may be, in early life, timely correction of the same if possible, and care and proper use of the organ while in the school room. That many a boy or girl with some anomaly of refraction or accommodation has been allowed to suffer day after day in order to keep pace with his class, and eventually develop more serious conditions or even blindness, is too evident; whereas if the trouble had been recognized in time and proper steps taken much suffering as well as serious consequences could have been averted. The object of these investigations is to ascertain the condition of the eyes of the youth, the effect of use of the organ for near and small objects, and the final consequences; and finally, if possible, to correct the evils arising before irremediable damage has been done.

*

"In our investigations not only myopia but hypermetropia, astigmatism, spasm of accommodation, and strabismus were looked for. Every eye that was not up to the standard of vision (that of twenty-twentieths) was not dubbed myopic. A careful examination was made with the trial glasses, or optometer, and a more accurate diagnosis made. Our results show a much larger per cent. of hypermetropia and astigmatism and spasm of accommodation than myopia, there being nearly four times as many hypermetropic pupils as myopic. Of the whole number examined, 2,040, in the different grades and schools, 99 or 4.8 per cent. had spasm of accommodation. Now, spasm of accommodation, or simple hypermetropia even, if not corrected by glasses or relieved by rest from near and small objects, is likely to develop into myopia or possibly intraocular disease; hence the importance of these examinations.

"In our examinations the increase of anomaly of refraction as we ascend in the grades is not marked. In fact, in some schools it seems to diminish; but this would not be a definite proof one way or the other, since from one examination, as a different set of pupils are examined in each grade and in each school, there is no means of knowing but that those of the higher grades started with the same degree of anomaly in the primary

departments as is found in the seventh year of the grammar school or the high school. In fact, it seems to be true that pupils with anomalies of refraction, both myopes and hypermetropes, are closer students and fonder of books and study than the emmetropes or those of perfect vision, and hence these students remain in school while many of those with perfect vision drop out before they reach the higher departments. In our examinations we find a greater percentage of anomaly among the normal schools of Kirksville and Warrensburg than any other, but it does not necessarily follow that this is the result of a longer course of study and closer application with the eyes, although it is conjecturally true. The only way to prove that study is the cause, or otherwise, is to watch the same set of pupils from the primary department up through the different grades, and see if John, Mary, and James, starting at 6 or 7 years of age in the primary department with perfect emmetropic eyes finally later on develop myopia. In our examinations this can be done, as we have the name in full, color of each eye, present amount of vision, whether there is any hereditary defect or not; and now, should the examinations be continued and the same pupils called for as they enter the higher grades year after year, a very definite and satisfactory idea can be gained.

"As to the lighting and ventilation of our school-rooms very little need be said, as so much attention has been given to this subject by our efficient board that the Kansas City school room is almost perfection in those particulars. In the Washington School, where we find the largest per cent. of defective eyes in the lower grades, I noticed first and second year pupils, for want of room, were crowded into a room calculated for older pupils, and hence the distance between the desk and the seat was too great, as well as that from the seat to the floor, compelling the little pupil to hang, as it were, upon the desk, his feet not touching the floor. This position of necessity brought his face too near his book or slate, and hence taxed the power of accommodation of the eyes to a great degree; and besides, this school from its location, on the north side of the hill, is not so well lighted and ventilated as others. In the Nevada school I found a less degree of anomaly among the same grade of students than in the Kansas City schools. This I attributed to the fact that the school is in a small country town, where the children have more freedom of the field, where they are not crowded so much as our city children are, and perhaps have better ventilated school-rooms.

"There were 2,040 pupils examined, embracing seven different nationalities, besides several of mixed nationality.

"Of the 1,422 Americans, 300, or 21.1 per cent., have some anomaly of refraction. "Of the 129 Germans, 32, or 24.8 per cent., are affected; of the 26 French, 5, or 19.2 Der cent.; of the 15 Scotch, 3, or 20 per cent.; of the 67 Irish, 20, or 27.8 per cent.; of the 47 English, 8, or 17 per cent.; of the 11 Swedish, 3, or 27.2 per cent.; of the 93 mixed, 22, or 23.6 per cent.

"The Irish, Swedish, and Germans have the highest percentage of affections; the English, French, Scotch, and Americans the lowest percentage. Out of the whole number examined, 1,162 were girls and 878 boys; 458 had some ametropia (some anomaly of refraction). Of the 1,162 girls, 290, or 24.9 per cent., were ametropic. Of the 878 boys, 168, or 19.1 per cent., were ametropic, being a larger per cent. of affection among the girls than among the boys.

*

"Out of the 2,040 pupils, 13, or 0.6 per cent., had strabismus; 94, or 4.6 per cent., were myopic; 202, or 9.9 per cent., were hypermetropic; 42, or 2.06 per cent., were astigmatic; 99, or 4.8 per cent., had spasm of accommodation, and 63, or 3.1 per cent., had latent hypermetropia.

"We find that hypermetropia predominates; if we add latent hypermetropia and spasm of accommodation, saying nothing of astigmatism, of which the majority was hypermetropic, we have 364 hypermetropes to 94 myopes, or nearly four times as many hypermetropes as myopes, or over twice as many as all the other affections taken together. In the table, as seen, all the grades from the primary through the grammar school, high school, normal school, and university are represented, but in no instance, excepting the Kansas State University, is there anything like a gradual increase of myopia or any of the anomalies simply or collectively. In nearly all of the schools there seems to be a higher per cent. of affection in the first years; then, a little later in the course, a marked diminution, and then again an increase. Probably many of those having some trouble after remaining in school for a short time drop out, which would account for the diminution, and then, spasm of accommodation and latent hypermetropia becoming manifest later on, or perhaps developing into myopia, would account for the increase in this affection.

"School life, however, as stated above, so far as I can gather by these examinations, has little or nothing to do in the development of these anomalies. That they exist, however, in a much greater degree than is generally supposed is very evident, and that

continuous use of the eyes having these errors of refraction, whether in the school-room or out of it, if not corrected, is sure to have its evil consequences. The importance of a recognition of the existence of these anomalies, of their extreme frequency, and of detecting and correcting them, is obvious enough. We should take into consideration that spasm of accommodation and latent hypermetropia frequently exist, and that these affections often develop into myopia, and if recognized early, and timely treated by rest and glasses, much suffering and irremediable troubles are averted. Cohn and others may have been able twenty years ago to trace the development of myopia to badly appointed school rooms, but here in America our school rooms are so carefully arranged as to light, seats, desks, ventilation, etc., that we can scarcely attribute to the work in the school room the cause of anomalies. In a very great degree these errors of refraction are congenital; frequently they are latent, and if the eyes were not overtaxed by near work they would never become manifest. The evil arising from work in the schoolroom is that these errors of refraction are not perceived, and hence not corrected. If the teacher could be made to understand that the little pupils complaining of headache, pain through the temples, and weakness of the eyes, or dimness of vision, arose neither from stupidity nor desire to avoid study, but that these complaints were symptoms of some defect of the organ of vision, or what would be better still, let a competent oculist carefully examine each child as he enters upon each year of study in the school work, and his anomaly, if he have any, corrected, anomalies would gradually diminish."

SUPPLEMENTARY READING.

With the single exception of industrial training, no innovation has been made in the schools within the last few years for which so much is claimed, and from which such farreaching results are expected by practical educators, as supplementary reading. To form a taste for good reading and thus overcome the evil influences of pernicious, cheap literature is the highest object which it is hoped to secure; but, apart from this, the use of the works of standard authors in connection with the regular readers, furnishes, according to the testimony of many superintendents, an excellent means of testing the pupils' ability to read understandingly, and at the same time imparts an interest to school work which nothing else can. In some cities not only standard books but instructive and entertaining periodicals are provided. This is the case at Canton, Ohio, where the effects are thus described:

"These periodicals were used for class reading supplementary to the text book, thus giving freshness, additional interest and instruction in the reading exercises. Pupils were allowed to take the papers home for evening reading, and were also permitted to use them during school hours, providing they had any spare time after the preparation of their lessons. The teachers find this school literature a valuable help in moral instruction and in the intellectual culture of the pupils. Providing reading matter so elevating in tone, and so attractive, is the best and surest way of overcoming the habit of reading the trashy, demoralizing literature of the day. There is marked improvement in taste for reading noticeable in many instances. Some pupils who were formerly addicted to dime novels and other sensational reading have voluntarily abandoned that since we are furnishing them something better. A knowledge of history, of current events, of familiar facts in science, and language culture are some of the benefits resulting from this work."

At San Francisco, Cal., "the principals as a unit want supplementary reading matter."

The school committee of Southbridge, Mass., say: "Supplementary reading, which has been gradually gaining ground for the past three years, is one of the most advantageous results of the system of free text-books. Its beneficial effects are plainly visible."

From Steubenville, Ohio, comes the following: "Supplementary readers have now been in use long enough to enable us to judge of the results. These are very satisfactory. The children can read in any book of the grade of their reader, and not merely in the one which they have learned by heart from hearing its lessons read over and over, as was so often the case when but one reading book was used in a grade, and the reading is far better in every respect."

In New Haven, Conn., "the method of teaching pursued requires much independent reading by pupils, and so the habit of reading is formed. Moreover, as supplementary to the school reading books, standard authors are being introduced and are read somewhat critically. * We can well afford to teach a little less of arithmetic, if by so doing we can insure a love of good books, and a habit of reading that shall be a lifelong benefit."

The report of the committee on books and supplies at Lowell, Mass., mentions the subject thus: "With regard to supplementary reading for the different schools, a very small quantity was purchased, though had your committee acted according to its incli

nation a generous sum would have been expended in this direction, as it is assured of the good resulting from a plentiful supply of choice and suitable reading matter for all the different classes."

The Washington, D. C., teachers are told that "the supplementary books, to be read at sight, are second in importance only to the text books. They should be used at least for one exercise each week. This part of the reading will show the practical results of the efforts of the teacher and pupils."

The New York City superintendent says: "The good that has been already accomplished by these supplementary readers suggests a more comprehensive application of the same general idea."

A number of titles have been lately added to the list of books authorized for use as supplementary readers in the Boston, Mass., schools.

.

At Bay City, Mich., a pupil must carefully read at least two books of a prescribed list before he is entitled to promotion to the next higher grade.

The opinion of Mr. George Howland, superintendent of the Chicago schools, is thus expressed: "One of the most serviceable aids in the teaching of reading, enriching the papil's vocabulary, widening the range of his thought, and strengthening his grasp of words and their meaning, is a wise use of the supplementary readers, which to a limited amount have been in use in our schools for four or five years.

"With these books, in which most of the words, though familiar, are employed in other relations, with a few new words interspersed, the forms and meanings of the words are more permanently fixed in the mind, the alertness of thought in seizing upon the new words greatly quickened, and an ever increasing interest and power, both of thought and expression, secured, admitting the pupils to more fruitful fields in the domain of history, literature, and science.

No outlay of money, I think, can be more usefully incurred than in furnishing a sufficient amount of well selected books for supplementary reading."

MUSIC.

The value of music in the schools has been thoroughly discussed during several years past. That the utility of the study is generally conceded is shown by the fact that it is systematically taught in nearly every city school in the country. Here and there, however, there may still be found cities of importance whose school officers see not enough good in music to permit its study to occupy the time of the scholars.

In denying the request of a number of citizens for the introduction of vocal music, the board of education of Dubuque, Iowa, adopted the report of its committee on course of study, which contained the following:

* *

*

"The regular and legitimate work occupies all the time now. Your committee is sure that the introduction of special matters to be taught by special teachers would seriously interfere with the regular work, and have the tendency to make such regular work superficial and of secondary importance with many pupils."

A view of the matter not infrequently taken is that of Mr. F. B. Richardson, superintendent of schools, of Woburn, Mass. He says: "That there are many advantages to be gained by means of the study of music is very evident, but it may be fairly a question whether it is the business of the schools to teach this subject as an art, and measare the progress of the pupils by the amount of pleasing harmony they can produce at a given time. As drawing is taught, not to make a finished draughtsman but to train the judgment and secure attentive observation, so music should be directed toward training the mind in such a way as to give it more power, not merely in the production of sweet sounds, but in performing the ordinary duties of life: "There is no room in the curriculum for musical training; but training in music, properly directed, may be made of great value. If this distinction and the limits of this study are kept clearly in view, the efficiency of your educational system may be increased by devoting an hour a week to this branch, otherwise the time had better be spent on some other phase of mental development."

That singing is of great value in strengthening the lungs and developing the vocal organs is never denied; that it is of direct educational importance is proved by the results shown in the schools of New York City. In the words of the superintendent, "this subject is steadily gaining ground, not merely as regards proficiency in reading or executing vocal music, but in the improvement it is working in the perception of sounds and in the consequent softness and roundness in uttering ordinary speech."

Words of commendation for music appear in nearly every city report received by the Bureau, but the ground has been so fully covered by previous reports and circulars that farther extracts are unnecessary. It must be said, however, that musical instruction is not always satisfactory. Where so many different systems of instruction exist, there must necessarily be degrees of excellence; it is even possible that systems may be found in which defects largely counterbalance the excellencies; causes of local character some

times affect the results; indifference of teachers, which it appears to be impossible to overcome, is occasionally reported. It cannot be expected, therefore, that the most flattering results will be obtained in every instance; but lack of success is not often reported, and never without some substantial reason.

There is a considerable difference of opinion as to the advisability of employing special teachers for music. Mr. John Jasper, city superintendent of the New York schools, recommends:

"Inasmuch as the by-laws now provide that all candidates for a teacher's license shall be examined in music and in drawing, and as the teachers employed before the addition of these qualifications have had sufficient time to prepare themselves to teach these subjects, that the by-laws be so amended as to prohibit the further appointment of special teachers of music and drawing."

At Lowell, Mass., the committee on music of the school board two years ago decided to dispense with the services of the supervisor of music, the results of this work being unsatisfactory. In the year following no better success was achieved, and during the past year a supervisor was again appointed. According to the last report "he has succeeded in the limited time he has been at work in bringing about a marked change for the better."

Superintendent Taylor, of the Saint Paul, Minn., schools, says that "a superintendent of music was employed by the board of education, who continued in service until two years since, when teaching music as a specialty was suspended. Since that time, until the beginning of the last school year, music was a somewhat neglected branch in our public school. Some note singing, some singing without note or system, was attempted. These methods seemed more of a disadvantage than an advantage, as none of the principles which underlie a knowledge of music were understood. * It seemed wise that so important a matter of culture and refinement should no longer be neglected. Consequently the board of education engaged the services of Mr. C. H. Congdon, as superintendent of music, who entered on his work at the beginning of the year."

ARITHMETIC.

* *

The "simplification" of the study of arithmetic has been a much discussed subject during the year. Boston, Mass., has taken the initiative in action upon the question, while few other cities have done more as yet than discuss it. In April, 1886, the following was introduced in the Boston school board:

"Whereas, The study of so-called arithmetic in the grammar schools of this city covers much ground which does not come within the proper scope of arithmetic, which is the art of numbers, no small part of the time and strength of the pupils being given to merely technical applications of arithmetical rules; and

"Whereas, The exercises prescribed are often difficult beyond the best conditions of mental discipline, the problems set for the pupils being really exercises, not in arithmetic, but in logic, such as pertain to a period of life several years later:

"Resolved, That the committee on examinations are requested to inquire and report whether it is not practicable to reduce and simplify the studies and exercises now prescribed under the head of arithmetic."

The committee designated proceeded with a thorough investigation, obtaining the written opinions of all the principals of the schools concerned. Their conclusions and recommendations were thus stated:

1. Home lessons in arithmetic should be given out only in exceptional cases. "2. The mensuration of the trapezoid and of the trapezium, of the prism, pyramid, cone, and sphere; compound interest, cube root and its applications; equation of payments, exchange, similar surfaces, metric system, compound proportion, and compound partnership, should not be included in the required course.

"3. All exercises in fractions, commission, discount, and proportion should be confined to small numbers, and to simple subjects and processes, the main purpose throughout being to secure thoroughness, accuracy, and a reasonable degree of facility in plain, ordinary ciphering.

4. In practical problems,' and in examples illustrative of arithmetical principles, all exercises are to be avoided in which a fairly intelligent and attentive child of the age concerned would find any considerable difficulty in making the statement which is preliminary to the performance of the properly arithmetical operations.

"When arithmetical work is put into the form of practical or illustrative problems, it must be for the purpose of interesting and aiding the child in the performance of the arithmetical operations, and with a view to their common utility.

"5. In oral arithmetic no racing should be permitted; but the dictation should be of moderate rapidity.

"6. The average time devoted to arithmetic throughout the primary and grammar school course should be three and a half hours a week; and in the third primary grade